牛津高中英语 Project 全英文说课稿

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《牛津高中英语》(江苏版)模块1第2单元Project英文说课稿

《牛津高中英语》（江苏版）模块1第2单元Project英文说课稿Good afternoon,every teacher.Today,I feel honored to have the chance to present some o f my teaching ideas to you.My topic is Project:Writing an advice letter.It will include:The analysis of the selected material;Teaching aims;Teaching important and difficult points;Teaching procedures and blackb oard work.First,let me talk about my understanding of the teaching material.Part one Analysis of the teaching materialThis is the last part of Unit 2,Module 1.It is designed to i mpove students’English level through doing a project.In this lesson,students will read two letters and then they will write an advice letter.By reading the letters students will find out the problems between the father and his son and improve their reading ability.In the course of writing students will learn ho w to plan,prepare,produce and present the advice letter.In a word,learing this lesson can impr ove students’ability of listening,speaking,reading and writing,especially the writing skill.So the selected material plays a very important part in English teaching and learning.Part two Teaching aims Teaching important and difficultpoints Teaching methodsAccording to the new curriculm and syllabus,based on the character ofthe selected material,I set the teaching aims as follows:1.Knowledge aim:to get Ss learn some new experssions andknow about an advice letter2.Ability aim:to improve Ss’ability of reading and writing3.Emotional aim:to develop Ss’spirit of co-operation andhelp them understand and respect their parents Teaching important and difficult points The teaching important and difficult point in this lesson is how to improve Ss’ability of reading and writing.Teaching methods:To achieve the teaching aims and deal with the important and difficult points,I’ll use th e following mathods to conduct my class,they are:Listening and reading;ask and answer com petition;discussing and group work.I’ll also use a record and the muti-media to make my cla ss lovely and interesting.Part three Teaching proceduresNext are my teaching stepsStep 1 Revision and lead-inAsk Ss to act the reading part and then we’ll discuss some problems between teenagers and their parents.Doing so can arise Ss’interest in this lessonStep 2 Listening and readingPlay the tape for Ss to listen and pay attention to the pronunciation and intonation,then read the leters aloud to get the main idea.After that,we’ll have an ask and answer competiti on about the letters.The activity can train Ss’quick mind,heat the classroom atmosphere and at the same time help them find out the problems between the father and his son.Step 3 Writing an advice letterAfter knowing about the problems we’ll turn to write an advice letter,this step will cons ist of 4 partsplanningDivide the class into small groups.Discuss the questions and suggested answers and then assign tasks to each group member.PreparingGroup members go separately to finish the tasks.Those who are responsible for doing re search need to find examples of advice letter.The group should discuss the information found and decide how the letter should be written.then make a draft and have it approved.producingGroup members responsible for wrtting the letter need to follow the outline,proofread it and get it approved.PresentingChoose one member to read the letterAnswer the questions the other Ss haveStep 4 Sample letterShow Ss a sample letter on the screen.Let them learn some more writing skills.Step 5 HomeworkFinish off the workbook exercises and self-assessment part after class Part 4 Blackboard workOn the left of the Bb,I’ll write down some language points;In the middle are some sug gested answers and some writing skills are on the right side.Ok.So much for my teaching pl an and I desire to get your valuable advice.。

牛津译林版M4U3 project说课

Extension
( 5minutes)
After each passage, there will be some extension for the students to further their understanding .
One is “ What do you think was the most thrilling experience during their journey?” Another is “If you had a time machine, what would you like to see, the future or the past? Why? What would you expect to see there?” Purpose: Give some chances for the students to express their feeling freely, which can develop their ability of speaking greatly. Also I think it’s my way to lighten this class.
1. Discussion 2. Practice
IV. 教学过程安排
Step VI. Presentation(10’)
Step V. Practice(10’) Step III. Discussion(5’) Step II. Reading(10’) Step I. Lead in(5’)
Ability aims: 1.Learn to write according to the structure of the passage we learned just now.

高中英语 M5U2 Project全英文教案牛津版必修5

高中英语 M5U2 Project全英文教案牛津版必修5Teaching aims:1.To make the students know something about protecting the Yangtze River.2.To make the students learn how to write a report.3.To make the students write a report.Teaching important and difficult points:1.How to make the students have a good knowledge of protecting the Yangtze River.2.How to enable the students to write a report.Teaching aids:Multimedia, textbook, blackboardTeaching methods:Task-based approachTeaching procedures:Step 1: Lead in1.Talk about the rivers in the world.2.Try to guess the names of some rivers according to the description.3.Talk about the Yangtze River.Step 2: Reading1.Read the article and tell the main idea of each paragraph and dividethe article into three parts.2.Discuss and answer three questions.3.Discuss what else we can do to protect the Yangtze River.4.Think of a slogan for water protection.5.Do a close test.Step 3: ProjectWrite a report about protecting the Yangtze River.Planning: Six students a groupResearch__________________ (2students)Write the outline____________ (1 student)Write the report ____________ (2 students)Present the report ___________ (1student)Preparing: Find information by discussion and interview.Producing: Write the outline and then the report.Presenting: The reporter in each group should present the report to thewhole class.Step 4: Homework1.Polish your report and correct the mistakes in it.2.Read the article again and underline some difficult phrases andsentences.Unit 2 Project: Protecting the Y angtze River一、Reading1. Read the article and write down the main idea of each paragraph.Para.1:Para.2:Para.3:Para.4:Para.5:2. Divide the whole report into three partsPart 1 (Para. ): andPart 2 (Para. ):Part 3 (Para. ):3.Summary1. __（2）___water has been taken away from the river.___（1）___ 2.The __（3）____ from factories or families is put backinto the river.1.People living near the river ___（5）___ health problem.___（4）___ 2. Fish and wildlife in or along the river have been__（6）___.1.____（8）___ organizations keep people informed of theimportance of protecting the river.___（7）__ ernment projects are devoted to water conservation.3.Experts have offered some ___（9）____ of the riverand try to work out possible solutions.___（10）___ The environmental situation of the Yangtze River isimproving.二、Writing a reportThe Tai LakeInformation* Located between Jiangsu and Zhejiang provinces, the Tai Lake is one of the five freshwater lakes.* It has an area of 2420 square kilometers with the lake coastline of 400 kilometers long, thus winning the fame of "Eight Hundred Li Big Lake".* There are more than 60 kinds of fish and aquatic and other resources in abundance. Among the famous aquatic products are whitebait (salangid), whitefish, white shrimp, etc.Problems1.2.Bad results1.2.Solutions1.2.Achievement1.Help：blue algae[ ‘ældʒi: ] 蓝藻crab [ kræb ] 螃蟹purse net围网。

牛津高中英语全英文说课稿-Project部分

Project部分说课稿Book 1 Unit1Good morning, ladies and gentlemen. Today I’m very pleased to have an opportunity to talk about some of my teaching idea s. My topic is the Project section Starting a new school club, taken from the Advance with English, Student’s Book 1. My representation is made up of six parts：analysis of the teaching material, analysis of the students, teaching methods, teaching procedures, blackboard design and teaching reflection.Part 1 Analysis of the teaching material:This is the last part of the unit,It is designed to impove students’English level through doing a project. In this section, students will read information about two school clubs, and then they will design a poster advertising a new school club. By reading these passages, students will study knowledge of school clubs and improve their reading ability. In the course of writing, students will learn how to plan,prepare,produce and present the new school club. In a word,learing this lesson can improve students' ability of listening, speaking, reading and writing, especially the writing skill.So the selected material plays a very important part in English teaching and learning.Teaching aimsAccording to the new curriculm and syllabus,based on the character of the selected material,I set the teaching aims as follows:Knowledge aim: to get Ss learn some new experssions and know about school clubs. Ability aim: to improve Ss’ability of reading and writingEmotional aim: to develop Ss’spirit of co-operation and interest in starting or joining a school clubTeaching important points and difficult points.The teaching important and difficult point in this lesson is how to improve Ss’ability of reading and writing.Part 2 Analysis of the students:1. The Ss have known something about the school life in different countries through the Internet and other ways.2. They are lack of vocabulary.3. They don’t often use English to express themselves and communicate with others.4. Some Ss are not active in the class because they are afraid of making mistakes. Part 3 My teaching theories, methods and aidsTo achieve the teaching aims and deal with the important and difficult points,I’ll use the following methods to conduct my class,they are: Listening and reading;ask and answer competition;discussing and group work.I’ll also use a record and the muti-media to make my class lovely and interesting.With the teaching methods, I can guide Ss to solve problem and complete different tasks.Teaching aids:1. a projector2. a tape recorder3. multimedia4. the blackboardPart 4 Teaching proceduresI have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading and writing ability.Step 1 lead-inShow Ss some pictures of a school club, and some Ss' opinions about the joining in a club. Doing so can arise Ss’interest in this lessonStep 2 Listening and readingPlay the tape for Ss to listen and pay attention to the pronunciation and intonation,then read the passages to get a main idea. After that ,we’ll have an ask and answer competition about the passages.The activity can train Ss’quick mind,heat the classroom atmosphere.Step 3 Design a poster advertising a new school clubPlanningDivide the class into small groups. Discuss what club they'd like to start.And they've decided the name of their club, then assign tasks to each group member.PreparingGroup members go separately to finish the tasks.Those who are responsible for doing research need to find information about school clubs and posters.The group should discuss the information found and decide what they can learn from it.ProducingGroup members responsible for making the poster need to follow the outline, proofread it and get it approved.PresentingEach group present their poster to the class, explain it.Display the posters and have others vote to choose the best poster.Step 5 HomeworkFinish off the workbook exercises and self-assessment part after classPart 5 Blackboard designOn the left of the Bb,I’ll write down some language points;In the middle are some suggested answers and some writing skills are on the right side.。

高中牛津英语模块五unitproject教案

2. Let students listen to a song and see some pictures with the following questions as a task before listening.
Question: What was theYangtze Riverlike before?
Explain each pictureand get students to be concerned about theYangtze River, and lead to fast reading.
Question: What are the causes?
Step
Fast Reading
1.Let studeher and find outwhat thecausesare.
What kinds of feeling do you have?
3. Let students see some pictures with the following question as a task before seeing.
Question: What is theYangtze Riverlike now?
课堂教学教案
章节名称
牛津英语模块五Unit 2Project
学科
英语
授课班级
高二（5）班
授课人
教学目标
知识目标：
1.学生了解长江概况及其环境问题。.
2.学生了解篇章结构及文章大意。
能力目标：
1.学生通过快速查找长江基本信息练习略读技巧。
2.学生通过讨论解决京杭运河污染问题练习口语。
3.学生通过课后撰写报告练习写作能力。
9. Make a conclusion on the structure of the whole report.

苏教牛津译林高中英语模块1_Unit2_Project精品说课稿

Unit 1 Project精品说课稿教材：牛津高中英语(模块一)高一上学期文档内容：教学设计单元：Unit 2 Growing pains板块：projectThoughts on the design:本节课是以读引写的写作课。

在孩子的成长过程中，他们或多或少总有这样那样的痛苦和烦恼，尤其是当他们从孩童进入青春期之后，这种感觉更加普遍和明显。

Project里的文章极好地讲述了成长的烦恼这一情况，因为是青春期无法避免的情况，所以学生很容易理解文章的内容，也很容易产生共鸣。

利用这篇文章培养学生快速寻找有用信息的能力并进行相关讨论，提高学生口语表达及合作解决问题的能力。

由于这堂课的重点是以读引写，写报告，因此要指导学生如何分配任务，如何大家一起合作完成报告，并在更好地理解文章内容的基础上，参照自己的经历并查找相关资料，写出关于成长的烦恼的报告。

最后进行情感的升华，让他们明白在青春期孩子痛苦的同时家长也承受着煎熬。

希望孩子能够理解和尊敬父母。

Teaching aims:After learning this part, the students will be expected to improve their ability to find useful information quickly from a passage. At the same time, it is expected that they will have a better understanding of growing pains. Students will also be able to cooperate with others to write a report on a certain kind of growing pains they are interested in.Teaching procedures:Step 1 Lead-in (ppt. 5-8)1. Do you love your parents? Do you think you show respect for your parents？2. Do you sometimes quarrel with your parents? Can you describe an experience withyour parents that was not pleasant?3. B esides unpleasant experiences with parents, what other kinds of growing pains have you experience?1) often quarrel with your parents because they forbid listening to foreign music /chatting online / going out with friends / …2) have too much homework and no time to relax3) sometimes feel lonely and feel no one else can understand you4) have to depend on your parents and can’t mak e your own choices[Explanation]对于处于青春期的学生来说，成长的烦恼是一个普遍的问题。

《Project》说课稿

《Project》说课稿尊敬的各位评委、老师：大家好！今天我说课的题目是《Project》。

下面我将从教材分析、学情分析、教学目标、教学重难点、教法与学法、教学过程、板书设计以及教学反思这几个方面来展开我的说课。

一、教材分析《Project》这一内容选自_____教材，是该教材中的一个重要组成部分。

这个项目活动旨在引导学生综合运用所学的知识和技能，通过自主探究、合作学习等方式，完成一个具有实际意义的任务。

本项目的主题紧密联系学生的生活实际，能够激发学生的学习兴趣和积极性。

同时，它涵盖了多个学科领域的知识，有助于培养学生的跨学科思维能力和综合素养。

教材在编排上，通过提供清晰的任务指导、丰富的案例参考以及必要的资源支持，为学生顺利完成项目活动提供了有力的保障。

二、学情分析授课对象为_____年级的学生，他们已经具备了一定的基础知识和技能，但在综合运用能力、自主学习能力和团队协作能力方面还有待提高。

这个年龄段的学生思维活跃，好奇心强，对新鲜事物充满兴趣。

然而，他们在面对复杂问题时，可能会缺乏系统性的思考和解决问题的方法。

在学习风格上，学生们具有多样化的特点，有的擅长逻辑推理，有的则更倾向于直观感知。

因此，在教学过程中，需要根据学生的个体差异，采取多样化的教学方法和策略，以满足不同学生的学习需求。

三、教学目标基于对教材和学情的分析，我制定了以下教学目标：1、知识与技能目标（1）学生能够理解项目的主题和要求，掌握完成项目所需的相关知识和技能。

（2）能够运用所学知识和技能，制定合理的项目计划，并有效地实施。

（3）能够熟练运用各种工具和资源，收集、整理和分析信息，解决项目中遇到的问题。

2、过程与方法目标（1）通过自主探究和合作学习，培养学生的创新思维能力和实践能力。

（2）在项目实施过程中，提高学生的问题解决能力和团队协作能力。

（3）引导学生学会反思和总结，不断优化项目方案和成果。

3、情感态度与价值观目标（1）激发学生对学习的兴趣和热情，培养学生的自主学习意识和积极进取的精神。

牛津高中英语模块六第一单元Project教案

Unit 1 Project: Putting on a playⅠ. Teaching Objectives1. Get students to review the infinitive, verb-ing and verb-ed.2. Help students to act out one of the playsⅢ. Teaching Approach and Learning WaysIndividual, pair and group workⅣ. Teaching AidsMulti-media, the blackboard and textbookV. Teaching procedures：Step 1 Lead-in1.Questions:Have you ever seen dramas either on TV or in a theatre?Do you enjoy seeing dramas?Have you imagined acting in dramas?T tells Ss her experience of seeing a drama.2. We have talked a lot about laughter, performing and dramas. Now you have a chance to experience dramas for yourselves. Now wele to our drama class!Step 2 Fast Reading1.The invisible bench(1)Ask the students to read the script and then ask them somequestions.①Is there a bench in the courtyard?--No.② What does the word “invisible” mean?--It means “cannot be seen”.③ Is this a edy? Why or why not?--Yes, it is a edy because it is very funny.(2) After the Ss understand the play well, ask them: “If we wantto put on this short play, what should we prepare?”Script, drector, actors and actresses, setting, prop(textbooks).2.The important papers(1)Ask the students to read the script and then ask them somequestions.①How many characters are there in the play?--Three. The king, the queen and the servant.②Who do you think is the main character/ hero in the play?--The king.③What does the King actually want?--Toilet paper.④Why are the others unable to understand him?--Because he is the king, important paper may mean very important official documents for him.(2) After the students understand the play well, ask them: “If wewant to put on this short play, what should we prepare?”Script, Director, Actors and actresses, Setting, Prop(Toilet paper & other paper, dictionary, poster, magazine, armchair)Step 3 Detailed Reading1. The invisible benchOne day, when Tony met Mike in the park, Mike said he was sitting on an (1) ______ bench, then, Tony joined in him. They both sat for a (2) ____, reading a book. Then, Cathy and Paula wanted to (3) in them. All make (4) .But Mike looked (5) _____ and stood up and (6) ______ over to the middle of the stage and sat down. Later, Ann came to them and asked if they were (7) _____ on an invisible bench.They said yes. But Mike said they didn’t, because he (8) _____ to tell them that the bench was too (9)______, so he had moved the bench. In the end, Tony, Paula and Cathy all (10) ____ down.Keys: invisible, while, join, room, annoyed, wandered, sitting, forgot, crowded, fell2. The important paperOnce u___ a time, there w___ a very funny story among three people, the King, the Queen and a s_____. One day, as soon as the King entered the p____, he called in a servant and told him he had to have some i________ papers immediately. Soon came back the servant with a p____ of o_____-looking papers, but s_____ this, the King threw them a__ the servant and shouted: “No, no, no, bring my important papers!”The servant d_____ out and in a minute re-entered with a newspaper in his hand. This time, to his s______, the King t____ it into halves and cried: “No, y___ fool! I must have my important papers RIGHT NOW!!!”However, like the first and second time, the servant f____ to bring the King what he wanted several times. Even the Queen didn’t know what her husband wanted and just tore a page from her book and o_____ it to the King.At last, the servant h___ out a roll of toilet paper. He was puzzled whether the King needed it or not. On the contrary, upon getting it, the King ran o__ as fast as possible. So can you guess what happened to the King?Keys: upon, was, servant, palace, important, pile, official, seeing, at, dashed, surprise, tore, you, failed, offered, held, offStep 4 PerformingAfter learning the two plays, we know a play should contain script, director, actors/ actresses and setting.Then if we are going to act out one of the plays above, we have four steps to follow:1.Planning:Which play will you choose?Who will be the actors/ actresses?Who will be the director?Who will find props?Who will make costumes?2.PreparingActors and actresses should recite all their lines.All props needed should be found.All costumes needed should be made.Director should be in charge of all things related to the play.3.ProducingPractice your play before performing to the classmates.4.PresentingT tells the other students to watch the performance carefully, while some are performing. And in the end they have to decide which group’s performance is the best, who is the best actor, who is the best actress and who is the best director.After the performance is over, some awards should be given to the winners.Step 5 RetellingIf we are going to retell the two plays, we should remember three points:(1)Who(2)What(3)WhereStep 6 HomeworkAsk the students to retell one of the plays after class and next time some of them will be on stage to retell the play to the whole class.。

牛津高中英语说课稿

牛津高中英语说课稿第一篇范文：牛津高中英语说课稿《牛津高中英语》（江苏版）第11模块第2单元Project中的阅读材料Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading.In the reading process, I will focus on students’ long-term development and enable them to use proper reading skills and strategies. In other words, students are guided to read efficiently and independently.My teaching plan will include 3 secti. They’re analysis of the reading material, identifying the teaching aims and teaching procedures.Section 1 Analysis of the teaching materialThe selected teaching material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with English. The article is about British students who take a gap year, which is intended to develop the theme of the unit, that is, Getting a job. After analyzing it carefully, I find the article has two uniquecharacteristics. First, it’s a long passage with 688 words,much more than the usual texts. Second, it deals with a new topic, that is, a gap year. The topic is unfamiliar to most students.Section 2 Indentifying the teaching aimsBased on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson:The 1st aim: Students learn the skills and strategies to read a prolonged text. The 2nd aim: Students get a better understanding of what a gap year is.The 3rd aim: Students are encouraged to figure out the implied meaning.The 4th aim: Students are familiar with various expressi or approaches to express the same thing or idea.Section 3 Teaching proceduresIn order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teaching approach. With the teaching methods, I can gude students to use effective reading strategies tocomprehend the text, solve problems and complete different tasks. The teaching procedures include four parts. They’re getting ready, focusing on main facts, reading between the lines and responding the text.Part 1. Getting readyReading begins before a book is opened. It’s important to activate students’ existing background knowledge and draw their attention to the topic of the text. In this part, I will use the pre-reading activities to increase students’ concen tration, arouse their curiosities, fire their imagination and give them a purpose for reading. The part cists of two tasks:Task 1: A time machine. I start my lesson by asking senior 3 students what the date is. Then, I go on to show a picture of a time machine. I tell students that the machine with a magic power will bring them to their graduation from high school, which is 1 year away. At that point, I get them to imagine where they are and what they are doing.After it, I give a summary of their presentati as follows: After leaving high school, most of Chinese students go straight to university.Yes, at this time next year, most of you will be studying in a university.(With the task, I inspire students’ former knowledge and imagination about graduating from high school and going to college, which can draw their attention to the theme of the reading material and get them ready for the following reading.)Task 2: Brainstorming. After the summary, I go on to show some more pictures of British students fresh from high schools, and tell students that more and more students in the UK are doing something different instead of going straight to university. After that, I play the tape of Para.1 and get students to catch the answer to the question: They will travel or work on projects for up to a year before entering university.(With the task, I excite students’ desire to know more about what their British equivalents will do before going to college. With the question in mind, students will definitely be eager to listen to the tape to find the answer. )Part 2. Focusing on main factsDuring the part, I will ask the students to answer the question―What does the author say? Students are supposed to get a main idea of the text and understand the basic meaning of the text. Questi of this kind are not very difficult and they can be answered directly from the text. The part includes six tasks: Task 1: Three examples. I move on to tell students as follows: Last year, Carol Smith, Daniel and Martin Johnson, 3 students from the UK, went to some remote places and did something special. After the instructi, I play the tape of Paragraphs 4-6 andget students to complete the following table.(With the task, I get students to listen to the three paragraphs instead of reading them, thus reducing the amount of reading time and reliving their psychological burden, otherwise students would be discouraged by such a long article.)Task 2: Matching. After listening, I get students to open books and scan the three paragraphs to check the answers to the previous table. Then they’re required to(With the task, students learn to use a table to gather the main facts about the three British students. They’ll come to know that a table is of great help in their future reading.)Task 3: Scanning for a detail. I get students to scan the rest paragraphs and find the answer to the question: What do people call the year off between finishing school and starting university? In doing so, I introduce the theme of the article and write on the blackboard the title: Mind the gap year.(With the task, students are expected to grasp the theme of the article. The task serves as a bridge,which connects the main facts in Paragraphs 4-6 to the opini about the gap year in the rest paragraphs.)Task 4: Definition of the gap year. Students watch a VCR witha question in mind: What three types of activities do the UK students choose to do during a gap year? The key is: Many students use that time to travel, learn new skills or become a charity volunteer.(The task serves as a supplementary to the second task of Part 1. With the task, students are expected to know more about the gap year.)Task 5: History of the gap year. I play a second VCR and get students to answer the question: When did the gap year start in the UK?(The task enables students to have a good knowledge of the history of the gap year.)Task 6: Comments. The second, third, seventh, eighth paragraphs deal with the comments of the government, universities, employers and the public on studentstaking a gap year before going to college. I get students to read the four paragraphs to第二篇范文：牛津高中英语全英文说课稿-Project部分Project部分说课稿Book 1 Unit1Good morning, ladies and gentlemen. Today I’m verypleased to have an opportunity to talk about some of my teaching ideas. My representation is made up of six parts：analysis of the teaching material, analysis of the students, teaching methods, teaching procedures, blackboard design and teaching reflection.This is the last part of the unit, It is designed to impove students’ English level through doing a project. In this section, students will read information about two school clubs, and then they will design a poster advertising a new school club. By reading these passages, students will study knowledge of school clubs and improve their reading ability. In the course of writing, students will learn how to plan,prepare,produce and present the new school club. In a word,learing this lesson can improve students' ability of listening, speaking, reading and writing, especially the writing skill.So the selected material plays a very important part in English teaching and learning.Teaching aimsAccording to the new curriculm and syllabus,based on the character of the selected material,I set the teaching aims as follows:Knowledge aim: to get Ss learn some new experssions andknow about school clubs. Ability aim: to improve Ss’ability of reading and writingEmotional aim: to develo p Ss’spirit of co-operation and interest in starting or joining a school clubTeaching important points and difficult points.The teaching important and difficult point in this lesson is how to improve Ss’ability of reading and writing.1. The Ss have known something about through the Internet and other ways.2. They are lack of vocabulary.3. They don’t often use English to express themselves and communicate with others.4. Some Ss are not active in the class because they are afraid of making mistakes.To achieve the teaching aims and deal with the important and difficult points,I’ll use the following methods to conduct my class,they are: Listening and reading;ask and answer competition;discussing and group work.I’ll also use a r ecord and the muti-media to make my class lovely and interesting.With the teaching methods, I can guide Ss to solve problem and complete different tasks.Teaching aids:1. a projector2. a tape recorder3. multimedia4. the blackboardI have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading and writing ability.Step 1 lead-inShow Ss some pictures of a school club, and some Ss' opinions about the joining i n a club. Doing so can arise Ss’interest in this lessonStep 2 Listening and readingPlay the tape for Ss to listen and pay attention to the pronunciation and intonation,then read the passages to get a main idea. After that ,we’ll have an ask and a nswer competition about the passages.The activity can train Ss’quick mind,heat the classroom atmosphere.Step 3 Design a poster advertising a new school clubPlanningDivide the class into small groups. Discuss what club they'dlike to start.And they've decided the name of their club, then assign tasks to each group member.PreparingGroup members go separately to finish the tasks.Those who are responsible for doing research need to find information about school clubs and posters.The group should discuss the information found and decide what they can learn from it.ProducingGroup members responsible for making the poster need to follow the outline, proofread it and get it approved.PresentingEach group present their poster to the class, explain it.Display the posters and have others vote to choose the best poster.Step 5 HomeworkFinish off the workbook exercises and self-assessment part after classOn the left of the Bb,I’ll write down some language poin ts;In the middle are some suggested answers and some writing skills are on the right side.第三篇范文：牛津高中英语说课稿评优课一等奖说课稿 2牛津高中英语说课稿评优课一等奖说课稿(全英文)。

精选牛津高中英语说课稿

精选牛津高中英语说课稿Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading.In the reading process, I will focus on students long-term development and enable them to use proper reading skills and strategies. In other words, students are guided to read efficiently and independently. My teaching plan will include 3 sections. Theyre analysis of the reading material, identifying the teaching aims and teaching procedures.Section 1 Analysis of the teaching materialThe selected teaching material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with English. The article is about British students who take a gap year, which is intended to develop the theme of the unit, that is, getting a job. After analyzing it carefully, I find the article has two unique characteristics. First, its a long passage with 688 words, much more than the usual texts. Second, it deals with a new topic, that is, a gap year. The topic is unfamiliar to most students.Section 2 Identifying the teaching aimsBased on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson:The 1st aim: Students learn the skills and strategies to reada prolonged text.The 2nd aim: Students get a better understanding of what a gap year is.The 3rd aim: Students are encouraged to figure out the implied meaning.The 4th aim: Students are familiar with various expressions or approaches to express the same idea.Section 3 Teaching proceduresIn order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teaching approaches. With the teaching methods, I can guide students to use effective reading strategies to browse the text, solve problems and complete different tasks. The teaching procedures include four parts. Theyre getting ready, focusing on main facts, reading between the lines and responding the text.Part 1 Getting readyReading begins before a book is opened. Its important to activate students existing background knowledge and draw their attention to the topic of the text. In this part, I will use the pre-reading activities to increase students concentration, arouse their curiosities, fire their imagination and give them a purpose for reading.The part consists of two tasks:Task 1: A time machine I start my lesson by asking senior 3 students what the date is. Then, I go on to show a picture of a time machine. I tell students that the machine with a magic power will bring them to their graduation from high school, which is 1 year away. At that point, I get them to imagine where they are and what they are doing. After it, I give a summary of their presentations as follows: After leaving high school, most of Chinese students go straight to university. Yes, at this time next year, most of you will be studying in a university .(With the task, I inspire students former knowledge and imagination about graduating from high school and going to college, which can draw their attention to the theme of the reading material and get them ready for the following reading) Task 2: Brainstorming After the summary, I go on to show some more pictures of British fresh students from high schools, and tell students that more and more students in the UK are doing something different instead of going straight to university. After that, I play the tape of Paragraph1 and get students to catch the answer to the question: They will travel or work on projects for up to a year before entering university (With the task, I excite students desire to know more about what their British equivalents will do before going to a college. With the question in mind,students will definitely be eager to listen to the tape to find the answer )Part 2 Focusing on main factsDuring the part, I will ask the students to answer the questionwhat does the author say? Students are supposed to get a main idea of the text and understand the basic meaning of the text. Questions of this kind are not very difficult and they can be answered directly from the text.The part includes six tasks:Task 1:Three examples. I move on to tell students as follows: Last year, Carol Smith, Daniel and Martin Johnson, 3 students from the UK, went to some remote places and did something special. After the instructions, I play the tape of Paragraphs 4-6 and get students to complete the following table (With the task, I get students to listen to the three paragraphs instead of reading them, thus reducing the amount of reading time and reliving their psychological burden, otherwise students would be discouraged by such a long article)Task 2: Matching After listening, I get students to open books and scan the three paragraphs to check the answers to the previous table. Then theyre required to complete another table with a second reading: Whom do the results belong to? Carol________Daniel________ Martin_______A felt being part of another cultureB be more independentC found it challenging and rewardingD felt that it was a special experienceE ready to face challenges in the futureF learnt how to deal with difficult situationG felt like she really made a difference H learnt a lot about getting on with local people (With the task, students learn to use a table to gather the main facts about the three British students Theyll know that a table is of great help in their future reading) Task 3: Scanning for a detail. I get students to scan the rest paragraphs and find the answer to the question: What do people call the year off between finishing school and starting university? In doing so, I introduce the theme of the article and write on the blackboard the title: Mind the gap year (With the task, students are expected to grasp the theme of the article. The task serves as a bridge, which connects the main facts in Paragraphs 4-6 to the opinions about the gap year in the rest paragraphs)Task 4:Definition of the gap year. Students watch a VCR with a question in mind: What three types of activities do the UK students choose to do during a gap year? The key is: Many students use that time to travel, learn new skills or be a charity volunteer (The taskserves as a supplementary to the second task of Part 1. With the task, students are expected to know more about the gap year) Task 5: History of the gap year I play a second VCR and get students to answer the question: When did the gap year start in the UK? (The task enables students to have a good knowledge of the history of the gap year)Task 6: Comments The second, third, seventh, eighth paragraphs deal with theme of the government, universities, employers and the public on students taking a gap year before going to college. I get students to read the four paragraphs to gather theme and complete the table (The task helps students get a further understanding of the role. A table plays in helping gathering main facts or opinions).Part 3 Read between the lines: In third part, I will encourage the students to answer the questionwhat does the author mean? As we know, information in a reading passage is not always stated directly. Sometimes students have to infer, or make guesses according the information which is available in the reading. So in this part, the students are asked to infer the implied meaning, distinguish the main ideas from the supporting details. The part consists of three tasks.Task 1: Similar sentences The English language enjoys various ways of expressing the same thing or idea. As we can see, the secondand third paragraphs are similar to the seventh and eighth paragraphs in the content, both dealing with comments on the gap year. Some sentences actually express the same comments. I will get students to read the four paragraphs for a second time to find out the similar sentences(The first is done as an example) ⑴It (a gap year) is more than just a long holiday(Line 50) A gap year is more t han just a year away from studying ⑵Employers say they prefer to hire graduates who have taken a gap year (Line 15) ______________________________ (3)A gap year gives young people an opportunity to learn skills and gain life experience. It helps young people develop and grow (Lines 17-18) ______________________________ (4)Living away from home taught me to be more independent (Lines 22-23) ______________________________ (The task is designed to help students learn and use different ways to express the same idea. The task gets students ready for talking and writing about the gap year in the next part)Task 2: Guessing from the context I get students to guess from the context the meanings of the four words or phrases: ⑴the career ladder (Line 4) ________________________ ⑵every point of the pass (Line 5) ________________________ (3)delicate (Line 22) ________________________ (4)an edge in the job market (Line 54)________________________ (The task helps students to recognize that in most language-leaning situations they will come across vocabulary they dont know. With the task, students are guided to look at the context in which a word or phrase is used and try to find any clues to its meanings)Task 3: Benefits Students are asked to collect advantages of taking a gap year in the text. After that, students have the chance to listen to a third VCR, which contains more information about advantages. While listening, students are encouraged to take notes of what they can catch □ teach students to be independent;□ help students develop and grow; □ learn new skills; □ see life in a different way; □ be ready to face challenges; □ gain life experience (The task is intended for students to collect more information about students taking a gap year, which also makes them well prepared for the writing task in the next part) Task 4: Recognizing the implied message I play a fourth VCR. While listening, students are expected to fill in the two blanks: Actually, a year off is not a gap, but a time for personal growth and d_______, a b______ between two important periods in life. (With the task, students will know about how to plan a gap year and what taking a gap year really means to them. It gets them ready for the next task.)Task 5: Understanding the title After reading the whole text, I will get students to focus on the title. Mind the gap (The task is designed to help students fully understand the hidden meaning of the title: They are expected to make full of the gap year to develop themselves)Part 4 Responding to the text I encourage the students to answer the questionwhat does the idea mean to me? As we all know, most writers are prejudiced in some way and try to convince their readers of something, or influence them to look at things in a certain way. So it is important to train students to read critically. The part consists of two tasks.Task 1: I conduct a survey to see what students think of taking a gap year and at the same time complete the table (The task is aimed at making students be critical readers. The students should be encouraged to make judgment about the authors text)Task 2: After the survey, students are asked to write a composition of 120 words about their ideas of taking a gap year before going to college (The task aims to consolidate the information they have learnt and also improve speaking and writing skills)OK, so much for my teaching plan. Thanks for your attention.。

2019-2020年高中英语(模块11)Unit1 Project 全英文教案牛津版选修11

2019-2020年高中英语（模块11）Unit1 Project 全英文教案牛津版选修11Teaching aims:plete the quiz and identifies the skills and interests.Important points & difficult points:Teach them how to write a passage using what they learnt.Teaching Methods:Analyze and use.Teaching Aids:1. The multimedia2. The blackboardTeaching Procedures:Step 1 Lead-in1. What are you interested in?2. What skills do you have?3. What jobs do you think would be suitable for you?Step 2 Part AStep 3 Part B1. What ideas did you have about your career before you did the quiz?2. What did you think about the quiz?3. How did you feel about the result you got?4. Do you think a person could be a mixture of more than one type? Why?5. How accurate do you think the quiz was? Why?6. What else can you do to find the most suitable career for you?7. Do you need advice from your teachers, parents or friends? Why or why not?8. How will you organize and plan the information in your essay? Homework:1. Review new words and expressions in this unit.1 / 22. Finish the exercises in Workboo.温馨提示：最好仔细阅读后才下载使用，万分感谢！。